Walter Archer

Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education

Abstract The purpose of this study is to provide conceptual order and a tool for the use of computer-mediated communication (CMC) and computer conferencing in supporting an educational experience. Central to the study introduced here is a model of community inquiry that constitutes three elements essential to an educational transaction—cognitive presence, social presence, and teaching presence. Indicators (key words/phrases) for each of the three elements emerged from the analysis of computer-conferencing transcripts. The indicators described represent a template or tool for researchers to analyze written transcripts, as well as a guide to educators for the optimal use of computer conferencing as a medium to facilitate an educational transaction. This research would suggest that computer conferencing has considerable potential to create a community of inquiry for educational purposes.

Critical thinking, cognitive presence, and computer conferencing in distance education

Abstract This article describes a practical approach to judging the nature and quality of critical discourse in a computer conference. A model of a critical community of inquiry frames the research. A core concept in defining a community of inquiry is cognitive presence. In turn, the practical inquiry model operationalizes cognitive presence for the purpose of developing a tool to assess critical discourse and reflection. The authors present encouraging empirical findings related to an attempt to create an efficient and reliable instrument to assess the nature and quality of critical discourse and thinking in a text‐based educational context. Finally, the authors suggest that cognitive presence (i.e., critical, practical inquiry) can be created and supported in a computer‐conference environment with appropriate teaching and social presence.

Back to the Future: Adjusting University Continuing Education Research to an Emerging Trend

A major change is presently occurring in University Extension or University Continuing Education (UCE) units, from ongoing continuing education (CE) programs (certificates, etc.) to unique major projects supporting overall institutional goals and specific community needs. Given this change, the type of research traditionally associated with CE (market research, ongoing program evaluation, etc.) now needs to be at least supplemented, if not replaced, by a type of research more appropriate to the new type of activity occurring in extension/UCE units. For a number of theoretical and practical reasons, this research should consist largely of case studies of UCE programs and projects. An on-line database of these case studies could serve not only as a resource for improving practice, but also as the knowledge base underlying a graduate program offered by a consortium of UCE units. By creating a practice-based graduate program focused specifically on CE, in contrast to the broader, more theoretical programs generally offered by adult education departments, CE units can increase the amount, quality, and relevance of CE research.

The Great Diversity of our Research and Practice

A year ago, we put out a call for submissions for a theme issue on lifelong learning and aging, in the belief that active learning for maintaining and enhancing mental capacity as we age was of much interest to gerontologists, geriatricians, policymakers in health care and government, and, based on our consultations, some adult educators. We received one paper shortly after the call, a portent of a virtual torrent of submissions, we thought. Alas, despite repeated calls, cajoling, and attempts to invoke a “guilt trip” among our colleagues both within continuing education and in other fields, the paper by Atlanta Sloane-Seale and Bill Kops, which is published in this issue, remained the sole submission.